Mossbourne Parkside Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school. They were keen to talk about all the ways that their school is getting better.

Pupils are polite and welcoming. They work well with their peers and are enthusiastic about their learning. Each morning, pupils and families, are warmly welcomed by staff at the school gate.

This promotes a smooth start to the school day and helps to foster a sense of community.

Leaders have a strong vision for the school. They want Mossbourne Parkside to be at the heart of the community.

They also believe that all pupils can succeed. Leaders and staff all share this goal. They have high expectations of every pupil.

Learning is well... planned and sequenced to support pupils to achieve these expectations. Pupils with special educational needs and/or disabilities (SEND) are well supported, in and out of the classroom.

Pupils behave well.

Classrooms are typically calm. Pupils like the changes that leaders have made to the behaviour systems. Pupils understand how leaders and staff expect them to behave in classrooms and at social times.

They also like that staff give them the opportunity to reflect and learn from any errors. Pupils said that bullying is rare. Staff deal with any incidents fairly and rigorously.

What does the school do well and what does it need to do better?

Leaders have created an ambitious curriculum that is well planned and sequenced. They have considered what they want pupils to learn and have broken this down into a step-by-step approach. Pupils are well prepared for the next stage of education.

Parents and carers commented positively on their children's readiness for secondary school. In the early years, too, children get off to a strong start. Leaders and teachers plan learning that enables children to develop the knowledge they need for Year 1.

Classrooms and outside spaces provide children with a safe and stimulating environment to learn and play.

Leaders make sure that staff have the knowledge and skills to teach all subjects well. Staff benefit from training and guidance to improve how they teach the curriculum.

Staff value this. They also like the way leaders consider their well-being. Leaders' systems to support both behaviour and teaching are clearly defined.

This means that when low-level disruption occurs, staff deal with it quickly and it does not interrupt lessons.

Leaders' use of assessment focuses on identifying any gaps in pupils' knowledge. Staff adapt subject planning to ensure that these gaps are quickly closed.

However, in a few subjects this approach is not firmly established. On occasion, pupils' understanding of previous learning is not secure. This means that pupils find it harder to build on what they know and apply their understanding to their current learning.

Leaders make reading and language development a priority from the moment children start school. Through a well-sequenced phonics programme, pupils in Reception and Year 1 quickly learn to read. Leaders ensure that books and resources closely match the sounds that pupils have been taught.

Pupils use their phonic knowledge to read unfamiliar words confidently. This helps them to look forward to reading, both in school and at home.

In Years 3 to 6, leaders have also carefully chosen the books that pupils read.

The curriculum is planned to enable pupils to think deeply about the texts that they read. Pupils talked about how this encourages them to read a wider range of books for pleasure.

Pupils recall fluently the mathematics facts that they have been taught.

This is because they revisit and practise these facts regularly, for instance during the 'morning maths meetings'. Staff select resources and activities which deepen pupils' understanding effectively. Pupils celebrate each other's successes through 'class cheers'.

Staff understand the needs of pupils with SEND, and support them well. For example, through regular repetition of key mathematical facts and ideas, pupils build up both their confidence and knowledge.

Personal, social, health and economic education is well structured.

Leaders aim to support pupils become responsible and caring citizens. For example, pupils learn about concepts such as integrity. As one pupil put it: 'Integrity is doing the right thing, even when no one is looking.'

Pupils also learn about other faiths, democracy and equality, including the importance of valuing other's views. In history, for example, pupils learn about the suffrage movement and its achievements.

Leaders and teachers work closely with staff from other schools within the multi-academy trust.

By working with subject specialists, for example in science, staff have a shared understanding of the knowledge pupils need in order to be successful in their future learning.

Governors have sought expert outside support to check they are focusing on the right priorities. As a result, they are well placed to support and challenge leaders to further develop the quality of education provided.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have made sure that safeguarding is everyone's priority. Staff receive regular training to help them to spot concerns.

They are clear on the procedures that they should follow to protect pupils who may be at risk. Staff know that it is their responsibility to make sure that concerns are reported promptly.

Leaders engage well with other agencies to provide additional support for vulnerable pupils and their families when needed.

Leaders plan opportunities for pupils to learn about potential risks to their welfare. For example, police community support officers deliver workshops at the school. This helps pupils to understand how to keep themselves safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, teachers do not use assessment consistently to identify the areas of learning that pupils need to go over and consolidate. As a result, some pupils develop gaps in their knowledge. Leaders should ensure that teachers check how secure pupils are in their prior learning and adapt curriculum plans to build well on what pupils know and can do.

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